- Grade 9
- Essentials
- Applications
- Principles
- Grad Requirements
Mr. Roch's Webpage of practice tests for Grade 9 Mathematics
The aim of Mathematics 8 and 9 is to provide
students with the opportunity to further their
knowledge, skills, and attitudes related to
mathematics.
Students are curious, active learners with
individual interests, abilities, and needs. They
come to classrooms with varying knowledge,
life experiences, and backgrounds. A key
component in successfully developing
numeracy is making connections to these
backgrounds and experiences.
Numeracy can be defined as the combination
of mathematical knowledge, problem solving,
and communication skills required by all
persons to function successfully within our
technological world. Numeracy is more
than knowing about numbers and number
operations (British Columbia Association of
Mathematics Teachers 1998).
Students learn by attaching meaning to what
they do, and need to construct their own
meaning of mathematics. This meaning is best
developed when learners encounter
mathematical experiences that proceed from
the simple to the complex and from the concrete
to the abstract. The use of a variety of
manipulatives and pedagogical approaches
can address the diversity of learning styles
and developmental stages of students, and
enhance the formation of sound, transferable,
mathematical concepts.
At all levels, students
benefit from working with a variety of materials,
tools, and contexts when constructing meaning
about new mathematical ideas. Meaningful
student discussions can provide essential links
among concrete, pictorial, and symbolic
representations of mathematics. Information
gathered from these discussions can be used for
formative assessment to guide instruction.
In order to meet the challenges of society, high school graduates must be numerate. Students following this pathway will have opportunities to improve their numeracy skills and concepts. Developing a sense of numeracy will help them to understand how mathematical concepts permeate daily life, business, industry, and government.
Students need to be able to use mathematics not just in their work lives, but also in their personal lives as citizens and consumers. It is intended that students will learn to value mathematics and become confident in their mathematical abilities.
- Belanger's Class information
Mathematics is increasingly important in our technological society. Students today require the ability to reason and communicate, to solve problems, and to understand and use mathematics. Development of these skills helps students become numerate.
Numeracy can be defined as the combination
of mathematical knowledge, problem solving and communication skills required by all persons to function successfully within our technological world. Numeracy is more
than knowing about numbers and number operations. (British Columbia Association
of Mathematics Teachers, 1998)
Becoming numerate involves developing the ability to explore, conjecture, reason logically, and use a variety of mathematical methods to solve problems. It also involves the development of self-confidence and the ability to use quantitative and spatial information in problem solving and decision making. As students develop their numeracy skills and concepts, they generally grow more confident and motivated in their mathematical explorations. This growth occurs as they learn to enjoy and
value mathematics, to think analytically, and to understand and appreciate the role of mathematics in everyday life.
The provincial mathematics curriculum emphasizes the development of numeracy skills and concepts and their practical application in higher education and the workplace. The curriculum places emphasis on probability and statistics, reasoning and communication, measurement, and problem solving.
To ensure that students are prepared for
the demands of both further education and the workplace, the graduate years of the mathematics curriculum (Grades 10 to 12) help students develop
a more sophisticated sense of numeracy. At the same time, the curriculum investigates the creative and aesthetic aspects of mathematics by exploring the connections between mathematics, art, and design.
Graduation Requirements
Principles of Mathematics 10 and 11 or 12 are two
of the courses available for students to satisfy the Graduation Program mathematics requirement.
Principles of Mathematics 10, 11, and 12 are each designated as four-credit courses, and must be reported as such to the Ministry of Education for transcript purposes. Letter grades and percentages must be reported for these courses. It is not possible to obtain partial credit for these courses.
The course codes for Principles of Mathematics 10
to 12 are MA 10, MA 11, and MA 12. These courses are also available in French (Principes des mathématiques 10, Principes des mathématiques 11, Principes des mathématiques 12; course codes
MTH 10, MTH 11, MTH 12).
Graduation Program Examination
Principles of Mathematics 10 has a Graduation Program examination, worth 20% of the final course mark. Students are required to take this exam to receive credit for the course.
Principles
of Mathematics 12 has an optional Graduation Program examination, worth 40% of the final course mark for students who choose to write it.
Although students are not required to take this exam to receive credit for the course, they should be advised that some post-secondary institutions require Grade 12 exams to meet entrance requirements, and that writing Grade 12 exams also provides opportunities for provincial scholarships.